ELA Pacing Guide Overview

The pacing guide is a tool to help teachers address the state standards while using the Houghton Mifflin reading materials. To achieve this, HM may need to be supplemented with a variety of other resources such as trade books, newspapers, magazines, and the Internet. To allow the teacher greater flexibility, pacing is indicated for each theme rather than individual stories. Although a daily read aloud is no longer listed, it is still expected to be part of daily instruction.

Enduring understandings and essential questions from the standards are identified for each theme. These are the big ideas to guide the unit. The essential questions should focus instruction during the unit. Posting the essential questions for each theme is strongly recommended.

Dates are provided for all district assessments. Assessments are listed as formative or summative. Formative assessments are used to guide instruction. Summative assessments are given at set times during instruction when it is felt the student has mastered the concept. They show the student’s ability to use strategies and skills in another setting or with a new text. Ongoing assessments include: grade-level created, school created, teacher created, selection tests, performance tasks, observation, etc. Summative assessment may include the above, but must show student’s ability to transfer strategies and skills to new selections and situations.

The five strands of reading instruction (comprehension, phonics, phonemic awareness, vocabulary and fluency) are aligned to the core curriculum materials.

 Whole group instruction should be 30-45 minutes daily concentrating on comprehension and vocabulary. The strategies and skills for mini-lessons are listed. Selection vocabulary is to be taught where needed to support the text. Explicit vocabulary options may also be suggested. These Tier 2 words are to be developed more deeply so that they become part of the students’ writing and speaking vocabulary. Explicit vocabulary instruction of three to five selected words should take place weekly. Vocabulary extension activities focus on using the words after they have been introduced and are done daily for the remainder of the week. In addition, there should also be daily instruction to provide students with strategies for making meaning of new words (ex: prefixes, suffixes, root origins, etc).  Targeted Instruction (Differentiated Small Group Instruction) should be 30-45 minutes daily concentrating on individual student needs as determined by various diagnostic tools (spelling inventory, phonics inventory, etc). The Targeted Instruction Binder lessons (available through your literacy coach/instructional coach) should be used during this time to specifically address the needs of each student.  Fluency instruction may be taught daily whole group for 6-10 minutes at grades one through mid-year grade three. From grade three mid-year through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website.  Structural/Spelling Analysis includes phonics and phonemic awareness. In the lower grades (K-2) whole group time may be used to introduce new concepts. However, in depth work is done in small group according to need. In the upper grades (3-5) any phonics deficiencies would be addressed during small group. Brief Spelling Analysis work as addressed in Houghton Mifflin may be introduced whole group.

The numbers (such as 2.4e), indicate the standard and the cluster expectation/performance indicator for that grade. Please reference them in the GLEs for a more detailed explanation of what is expected.

CSD C&I 2009 1

3rd Grade Houghton Mifflin Reading at a Glance for Christina School District Pacing Guide 2009-2010 Dates – 8/31-10/8 Theme 1 Off to Adventure! Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 9) Different types of texts have different structures. Understanding of a text’s structure helps a reader better understand its meaning. 10) The impact of a text on a reader is influenced by the reader’s experience. 13) Good readers employ strategies to help them understand text. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 14) What do you do when you do not understand everything in the text? 17) How does literature reveal us to ourselves? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Comprehension Fluency Practice Awareness Frequency Selection Analysis Vocabulary Vocabulary Strategy/Skill -Word Analysis Words Options Back to School Small group Review Small group Review Select five Tier 2 Review strategies Fluency instruction as needed as needed words from may be taught daily Not to be Not to be anthology or whole group for 6-10 done in whole done in whole interactive read minutes at grades one aloud to develop through mid-year grade group at this group at this further three. From grade three grade level grade level mid-year through grade 5, fluency instruction The Lost and Small group Base words Small group Directions, rumpled, Select five Tier 2 Making Connections: Text to should only be provided Found as needed Short Vowels as needed situations, unusual, words from Self (2.4k) for those who do not Not to be (a, e, i) Not to be visible, worried anthology or yet read at the fluency done in whole done in whole interactive read Sequence of Events (2.4bL) level listed for their aloud to develop group at this group at this grade. Non-fluent further readers should receive grade level grade level daily instruction during The Ballad of Small group Syllabication Small group Armor, farewell, Select five Tier 2 Making Inferences: Using small group. A Fluency Mulan as needed Short vowels (o, u) as needed troops, comrades, words from story clues and background Classroom Strategies Not to be Not to be triumphant, anthology or knowledge (4.2a) Packet is located on the done in whole done in whole victorious, endured interactive read Christina School aloud to develop District website. group at this group at this further Making Judgments (4.2a) grade level grade level Sequence of Events (2.4bL)

Formative: DIBELS (9/8-9/30); MAP (9/8-9/25), Spelling Inventory (9/8-9/25), Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 2 Dates – 8/31-10/8

Theme 1 Off to Adventure! Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 10) The impact of a text on a reader is influenced by the reader’s experience. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 17) How does literature reveal us to ourselves? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options The Waterfall Small group Inflected endings Small group Boulders, canyon, Select five Making Inferences: Predicting Fluency instruction may as needed -ed and –ing as needed cauldron, ledges, Tier 2 words (2.4a) be taught daily whole Not to be Vowel-consonant – Not to be rapids, scouted, from Imagery/Visualization (2.3a) group for 6-10 minutes at done in whole e pattern done in whole sheer anthology or grades one through mid- interactive year grade three. From group at this group at this read aloud to Noting Details (2.4e) grade three mid-year grade level grade level develop Story Structure (2.4bL) through grade 5, fluency further instruction should only be End of Theme Small group Review skills for Small group Review key Select five Review Strategies: provided for those who Activities as needed theme 1 as needed vocabulary for Tier 2 words Making Connections (2.4k) do not yet read at the Not to be Not to be Theme 1 from Inferring (4.2a) fluency level listed for done in whole done in whole anthology or Imagery/Visualization (2.3a) their grade. Non-fluent interactive readers should receive group at this group at this read aloud to daily instruction during grade level grade level develop small group. A Fluency further Classroom Strategies Focus on Small group Prefixes un-, dis-, Small group Beats, lines, Select five Evaluate Packet is located on the Genre: Poetry as needed non- as needed pattern, rhyme, Tier 2 words Christina School District Not to be Suffixes-y, -ly Not to be rhythm, stanzas from Understanding Poetry website. done in whole done in whole anthology or interactive group at this group at this read aloud to grade level grade level develop further Formative: DIBELS (9/8-9/30); MAP (9/8-9/25), Spelling Inventory (9/8-9/25), Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 3 Dates– 10/13-11/20 Theme 2: Celebrating Traditions Enduring Understandings: 3) Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond – very different from passively accepting or instantly disliking. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insights into the text and/or the issues raised. 7) Good readers are never afraid or embarrassed to admit when they don’t understand. Asking questions – of a text, of a teacher, of another reader – is what good readers do. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 10) What is the relationship between reader and writer? 12) What does a reader gain by retelling a story? 14) What do you do when you do not understand everything in the text? Explicit Phonemic Anthology Structural/Spelling High Frequency Selection Selection Comprehension Fluency Practice Awareness Selection Analysis Words Vocabulary Vocabulary Strategy/Skill -Word Analysis Options Small group Compound words Small group as Border, gathering, Select five Tier 2 Evaluate (2.4f) Fluency instruction may The Keeping as needed Long vowel needed needles, scraps, sewn, words from be taught daily whole Quilt Not to be spellings (ai, ay, ee, Not to be done in threaded anthology or Author’s Viewpoint group for 6-10 minutes at done in whole ea) whole group at interactive read (2.4f) grades one through mid- aloud to develop year grade three. From group at this this grade level further grade three mid-year grade level through grade 5, fluency Anthony Small group Plurals Small group as Celebrity, Select five Tier 2 Question (2.3a) instruction should only be Reynosa: Born as needed Long o sounds needed ceremonies, words from provided for those who to Rope Not to be Not to be done in exhibition, experts, anthology or Categorize and Classify do not yet read at the done in whole whole group at performers, rodeo interactive read (2.4e) fluency level listed for aloud to develop their grade. Non-fluent group at this this grade level further grade level readers should receive daily instruction during Select five Tier 2 Small group Contractions with Small group as Collection, flourish, Summarize (2.3a) small group. A Fluency words from The Talking as needed ‘s, n’t, ‘re, ‘re, ‘ll needed symbols, collector, Classroom Strategies anthology or Cloth Not to be Three letter clusters Not to be done in royalty, wealth, Noting Details (2.4e) Packet is located on the interactive read done in whole and unexpected whole group at embroidered Christina School District aloud to develop group at this consonant patterns this grade level further website. grade level Formative: District Common Reading Assessment (10/19-11/06); DIBELS Progress Monitoring; Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 4 Dates– 10/13-11/20 Theme 2 Celebrating Traditions Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 5) Different readers may respond to the same text in different ways. The better responses are those that provide greater insights into the text and/or the issues raised. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. 12) A good story has a pattern or plan. Essential Questions: 3) What is a story? How are stories from other places and times about me? Must a story have a moral? Must a story have heroes and villains? Should a story or fairy tale teach you something? 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 8) What’s new and what’s old here? Have we run across this idea before? So what? What does it matter? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Comprehension Fluency Practice Awareness Frequency Selection Analysis Vocabulary Vocabulary Strategy/Skill -Word Analysis Words Options Small group Plurals with words Small group Ancestors, honor, Select five Tier 2 Summarize (2.3a), Making Fluency instruction may Dancing as needed ending in ch, sh, x, as needed respect, elders, words from Connections: Text-to-Text be taught daily whole Rainbows Not to be and s Not to be imitating anthology or (2.4k) (4.1e) group for 6-10 minutes at done in whole Long i sounds done in whole interactive read grades one through mid- aloud to develop year grade three. From group at this group at this further Story Elements (2.4bL) grade three mid-year grade level grade level Compare and Contrast (2.4g) through grade 5, fluency End of theme Small group Review Small group Review Select five Tier 2 Review instruction should only be review as needed as needed words from provided for those who Not to be Not to be anthology or do not yet read at the done in whole done in whole interactive read fluency level listed for aloud to develop their grade. Non-fluent group at this group at this further grade level grade level readers should receive daily instruction during Select five Tier 2 Focus on Small group Inflected endings Small group Boastfulness, Summarize (2.3a) small group. A Fluency words from Genre: as needed -ed and-ing as needed folktale, clever, Making Connections: Text- Classroom Strategies anthology or Trickster Tales Not to be Not to be greediness, qualities, to-text (2.4k) (4.1e) Packet is located on the interactive read done in whole done in whole trickster, culture, Christina School District aloud to develop group at this group at this mischief further Story Elements (2.4bL) website. grade level grade level Compare and Contrast (2.4g) Formative: District Common Reading Assessment (10/19-11/06); DIBELS Progress Monitoring; Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 5 Dates – 11/30-1/15 Theme 3 Incredible Stories Enduring Understandings: 3) Reading for meaning often requires imagining conversation with and questioning of the author. You must consider and respond – very different from passively accepting or instantly disliking. 6) Good readers may use many strategies that work, and they quickly try another one when the one they are using doesn’t work. They not only know many different strategies, but they never get stuck in persisting with one that isn’t working. 8) Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 9) Different types of texts (e.g. narrative, mystery, biography, expository, persuasive) have different structures. Understanding a text’s structure helps a reader better understand its meaning. Essential Questions: 2) Why read fiction? Can a fictional story be “true?” What is the relationship between “fiction” and “truth?” ? 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 9) What lies beneath the surface of this text? How much does this matter? How can I uncover it? Phonemic High Explicit Anthology Structural/Spelling Selection Comprehension Fluency Practice Awareness Frequency Selection Selection Analysis Vocabulary Strategy/Skill -Word Analysis Words Vocabulary Options Dogzilla Small group Vowel sounds in Small group Colossal, Select five Tier 2 words Evaluate (2.4f) Fluency instruction may as needed clown in lawn as needed horrifying, from anthology or Imagery/Visualization be taught daily whole Not to be Not to be terrifying, interactive read aloud to (2.3a) group for 6-10 minutes at done in whole done in whole creature, develop further Make Predictions (2.4a) grades one through mid- year grade three. From group at this group at this monstrous, grade three mid-year grade level grade level heroic, Fantasy and Realism (4.2b) through grade 5, fluency tremendous instruction should only be The Small group Words ending in –er Small group Giant, Select five Tier 2 words Question (2.3a) provided for those who Mysterious as needed and –est as needed mysterious, from anthology or Set a purpose for reading do not yet read at the Giant of Not to be Vowel + r sounds Not to be pedestal, interactive read aloud to (2.3a) fluency level listed for Barletta done in whole done in whole weakling, statue, develop further their grade. Non-fluent group at this group at this square Following Directions readers should receive daily instruction during grade level grade level (2.4d) small group. A Fluency Raising Small group The /j/, /k/, /kw/ Small group Hitched, tended, Select five Tier 2 words Predict/Infer (2.4a) Classroom Strategies Dragons as needed sounds as needed plow, harvest, from anthology or Imagery/Visualization Packet is located on the Not to be Not to be sown, appetite, interactive read aloud to (2.3a) Christina School District develop further done in whole done in whole chores website. group at this group at this Drawing Conclusions grade level grade level (2.4e) Formative: DIBELS Progess Monitoring; MAP (1/11-1/29); DIBELS (1/4-1/22); Spelling Inventory (1/11-1/22); Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 6 Dates – 11/30-1/15 Theme 3 Incredible Stories Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 4) Just because you read the text doesn’t mean you understood it. Just because you had a strong response to the text doesn’t mean you understood it either. 7) Good readers are never afraid or embarrassed to admit when they don’t understand. Asking questions – of a text, of a teacher, of another reader – is what good readers do. 11) The reader’s interaction with text changes with time and experience. Essential Questions: 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 12) What does a reader gain by retelling a story? 14) What do you do when you do not understand everything in the text? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options The Garden of Small group Homophones Small group Awesome, Select five Tier 2 Monitor/Clarify (2.3a) Fluency instruction may Abdul Gasazi as needed Prefixes un-, dis-, as needed incredible, words from be taught daily whole Not to be and non- Not to be discovered, anthology or Story Structure (2.4bL) group for 6-10 minutes at done in whole done in whole disappeared, interactive read aloud grades one through mid- to develop further year grade three. From group at this group at this convinced, grade three mid-year grade level grade level impossible through grade 5, fluency End of Theme Small group Review Small group Review Key Select five Tier 2 Review instruction should only be Activities as needed as needed Vocabulary words from provided for those who Not to be Not to be anthology or do not yet read at the done in whole done in whole interactive read aloud fluency level listed for to develop further group at this group at this their grade. Non-fluent grade level grade level readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website. Formative: DIBELS Progess Monitoring; MAP (1/11-1/29); DIBELS (1/4-1/22); Spelling Inventory (1/11-1/22); Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 7 Dates– 1/19-2/26 Theme 4 Animal Habitats Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 9) Different types of texts have different structures. Understanding of a text’s structure helps a reader better understand its meaning. 11) The reader’s interaction with text changes with time and experience. 16) Different authors use techniques/strategies to convince readers. Readers must apply criteria to evaluate credibility of information. Essential Questions: 7) From whose viewpoint are we reading? What is the author’s angle or perspective? 9) What lies beneath the surface of this text? How much does this matter? How can I uncover it? 16) Under what conditions is an interpretation of text valid? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options Nights of the Small group The vowel +r sound Small group Ashore, launching, Select five Tier 2 Evaluate (2.4f) Fluency instruction may Pufflings as needed in hair as needed uninhabited, words from Making Connections Text-to- be taught daily whole Not to be Not to be burrows, stranded, anthology or World (2.4k) group for 6-10 minutes at done in whole done in whole venture, interactive read grades one through mid- aloud to develop year grade three. From group at this group at this instinctively further Fact and Opinion (2.4h) (2.5b) grade three mid-year grade level grade level through grade 5, fluency Seal Surfer Small group Added endings Small group Basked, quay, Select five Tier 2 Question- To Monitor and instruction should only be as needed Word endings –ed as needed swell, buffeted, words from Clarify understandings (2.3a) provided for those who Not to be and –ing Not to be surf, swooped, anthology or do not yet read at the done in whole Changing final y to done in whole horizon interactive read Compare and Contrast (2.4g) fluency level listed for aloud to develop their grade. Non-fluent group at this i group at this further grade level grade level readers should receive daily instruction during Select five Tier 2 Two Days in Small group Prefixes un-, re- Small group Starve, appreciate, Making Inferences: To Monitor small group. A Fluency words from May as needed Suffixes –ful, -ly, as needed territory, grazing, and clarify understandings Classroom Strategies anthology or Not to be -er Not to be surrounding, (2.4i) Packet is located on the interactive read done in whole done in whole wander, population Imagery/Visualization (2.3a) Christina School District aloud to develop group at this group at this further website. grade level grade level Making Judgments (4.2a)

Formative: MAP (1/11-1/29); DIBELS (1/4-1/22); Spelling Inventory (1/11-1/22); District Common Reading Assessment (2/1-2/19); DIBELS Progess Monitoring; Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 8 Dates– 1/19-2/26 Theme 4 Animal Habitats Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 4) Just because you read the text doesn’t mean you understood it. Just because you had a strong response to the text doesn’t mean you understood it either. 11) The reader’s interaction with text changes with time and experience. 13) Good readers employ strategies to help them understand text. Essential Questions: 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 9) What lies beneath the surface of this text? How much does this matter? How can I uncover it? 12) What does a reader gain by retelling a story? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options End of theme Small group Review Small group Review Select five Tier 2 Review Fluency instruction may review as needed as needed words from be taught daily whole Not to be Not to be anthology or group for 6-10 minutes at done in whole done in whole interactive read aloud grades one through mid- to develop further year grade three. From group at this group at this grade three mid-year grade level grade level through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website. Formative: MAP (1/11-1/29); DIBELS (1/4-1/22); Spelling Inventory (1/11-1/22); District Common Reading Assessment (2/1-2/19); DIBELS Progess Monitoring; Ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Dates– 3/01-4/16

CSD C&I 2009 9 Theme 5 Voyagers Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 8) Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 9) Different types of texts have different structures. Understanding of a text’s structure helps a reader better understand its meaning. 13) Good readers employ strategies to help them understand text. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 8) What’s new and what’s old here? Have we run across this idea before? So what? Does it matter? 14) What do you do when you do not understand everything in the text? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options Across the Small group The vowel sounds Small group Anchor, seeping, Select five Tier 2 Question/Infer (2.4i) (2.4k) Fluency instruction may Wide Dark Sea as needed in tooth and cook as needed survive, words from be taught daily whole Not to be Not to be cramped, anthology or Making Judgments (4.2a) group for 6-10 minutes at done in whole done in whole settlement, interactive read aloud grades one through mid- to develop further year grade three. From group at this group at this weary, journey grade three mid-year grade level grade level through grade 5, fluency Yunmi and Small group The vowel sound in Small group Responded, Select five Tier 2 Making Inferences (4.2a) instruction should only be Halmoni’s Trip as needed bought as needed mutiny, betrayal, words from provided for those who Not to be Not to be shrouds, assent, anthology or Predicting Outcomes (2.4a) do not yet read at the done in whole done in whole clenched, interactive read aloud fluency level listed for to develop further group at this group at this impatient, their grade. Non-fluent grade level grade level defeated, bolted readers should receive daily instruction during Select five Tier 2 Trapped by the Small group VCCV pattern Small group Barren, terrain, Making Inferences (2.4i) small group. A Fluency words from Ice! as needed as needed impassable, Classroom Strategies anthology or Not to be Not to be deserted, floes, Story Structure (2.4bL) Packet is located on the interactive read aloud done in whole done in whole crevasse, Christina School District to develop further group at this group at this grueling, website. grade level grade level perilous, fever, route, toddlers, oxen Formative: DIBELS Progess Monitoring; Ongoing assessments; Spelling Inventory (4/12-4/29) Summative: DSTP- (3/15-3/19); Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Dates– 3/01-4/16 CSD C&I 2009 10 Theme 5 Voyagers Enduring Understandings: 1) Great literature provides rich and timeless insights into the key themes, dilemmas, and challenges that we face. They represent complex stories in which the inner and outer lives of human beings are revealed. 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 14) Understanding of text develops over time and experience. 16) Different authors use techniques/strategies to convince readers. Readers must apply criteria to evaluate credibility of information. Essential Questions: 6) What is the author saying? How do I know? What is the gist? What is the main idea? How do I read between the lines? How do I know I am getting the point and not merely imposing my views and experience? 12) What does a reader gain from re-visiting or re-reading a text? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options End of theme Small group Review Small group Review Select five Tier 2 Review Fluency instruction may review as needed as needed words from be taught daily whole Not to be Not to be anthology or group for 6-10 minutes at done in whole done in whole interactive read grades one through mid- aloud to develop year grade three. From group at this group at this further grade three mid-year grade level grade level through grade 5, fluency Focus on Small group Prefixes and Small group Biography, Select five Tier 2 Monitor/Clarify instruction should only be Genre: as needed suffixes as needed sequence, facts, words from provided for those who Biographies Not to be Not to be research, events anthology or Understanding Fairy Tales do not yet read at the done in whole done in whole interactive read fluency level listed for aloud to develop their grade. Non-fluent group at this group at this further grade level grade level readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website. Formative: DIBELS Progess Monitoring; Ongoing assessments; Spelling Inventory (4/12-4/29) Summative: DSTP- (3/15-3/19); Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Dates– 4/19-6/10 CSD C&I 2009 11 Theme 6 Smart Solutions Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 8) Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 9) Different types of texts have different structures. Understanding of a text’s structure helps a reader better understand its meaning. 13) Good readers employ strategies to help them understand text. Essential Questions: 5) What do good readers do? What do they do when they do not understand? How do texts differ? How should I read different types of texts? 9) What lies beneath the surface of this text? How much does this matter? How can I uncover it? 12) What does a reader gain from re-visiting or re-reading a text? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options Pepita Talks Small group Words that end with Small group Language, salsa, Select five Tier 2 Evaluate (2.4f) Fluency instruction may Twice as needed –er or –le as needed tamales, words from be taught daily whole Not to be VCCCV pattern Not to be Spanish, tortilla, anthology or Problem Solving and decision group for 6-10 minutes at done in whole done in whole tacos, enchiladas interactive read aloud making (2.4f) grades one through mid- to develop further year grade three. From group at this group at this grade three mid-year grade level grade level through grade 5, fluency Poppa’s New Small group Words that begin Small group Draped, mended, Select five Tier 2 Making Inferences: Predicting instruction should only be Pants as needed with a or be as needed plaid, fabric, words from (2.4a) provided for those who Not to be Not to be pattern, rustling, anthology or Imagery/Visualization (2.3a) do not yet read at the done in whole done in whole hem interactive read aloud fluency level listed for to develop further group at this group at this Drawing Conclusions (2.4e) their grade. Non-fluent grade level grade level readers should receive daily instruction during Select five Tier 2 Ramona Small group Contractions Small group Ceaseless, Summarize (2.3a) small group. A Fluency words from Quimby, Age 8 as needed Soft c and soft g as needed dismal, pelting, Making Connections Text-to- Classroom Strategies anthology or Not to be Not to be companionable, Self (2.4k) Packet is located on the interactive read aloud done in whole done in whole dreary, sullenly, Christina School District to develop further group at this group at this discouraged, Making Generalizations (4.2a) website. grade level grade level exhausted Formative: DIBELS Progess Monitoring; Spelling Inventory (4/12-4/29); MAP (5/3-5/21); DIBELS (5/3 –5/21); District Common Reading Assessment (5/10-05/28); ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

Dates– 4/19-6/10

CSD C&I 2009 12 Theme 6 Smart Solutions Enduring Understandings: 2) Sometimes the author makes his/her meaning plain; often however, a reader must dig beneath the “surface” of the text to find the meaning. 8) Everyone is entitled to an opinion about what a text means, but the text supports some interpretations more than others. 14) Understanding of text develops over time and experience. 15) No opinion is privileged, but some are better than others. Essential Questions: 10) What is the relationship between reader and writer? 11) How can a reader recognize truth in text? 14) What do you do when you do not understand everything in the text? Explicit Phonemic High Anthology Structural/Spelling Selection Selection Fluency Practice Awareness Frequency Comprehension Strategy/Skill Selection Analysis Vocabulary Vocabulary -Word Analysis Words Options End of theme Small group Review Small group Review Select five Tier Review Fluency instruction may review as needed as needed 2 words from be taught daily whole Not to be Not to be anthology or group for 6-10 minutes at done in whole done in whole interactive read grades one through mid- aloud to develop year grade three. From group at this group at this further grade three mid-year grade level grade level through grade 5, fluency instruction should only be provided for those who do not yet read at the fluency level listed for their grade. Non-fluent readers should receive daily instruction during small group. A Fluency Classroom Strategies Packet is located on the Christina School District website. Formative: DIBELS Progess Monitoring; Spelling Inventory (4/12-4/29); MAP (5/3-5/21); DIBELS (5/3 –5/21); District Common Reading Assessment (5/10-05/28); ongoing assessments Summative: Anecdotal records and performance tasks that show student’s ability to use the strategy and skills in other settings

CSD C&I 2009 13